THINK LIKE A (WHOLE) LAWYER
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8. Provisionally trying out new roles;
9. Building of competence and self-confidence in new roles and rela-
tionships; and
10. A reintegration into one’s life on the basis of conditions dictated by
one’s new perspective
.
7
Mezirow considered transformative learning as a rational, personal expe-
rience. He felt that transformative learning usually only occurs when there
is, first, a disorienting dilemma. However, as the theory developed post
1978, the theory focused less on the disorienting dilemma, and three dis-
tinct discourses emerged. One discourse, to which Mezirow subscribes,
emphasizes the personal transformation, giving very little consideration to
the role of emotions, spirituality, or embodied forms of knowing. The second
discourse is more about articulating a vision and philosophy of transforma-
tive education rather than focusing on the learning process itself. The third
discourse focuses on social transformation rather than individual transfor-
mation. Here it is as much about community social change as it is about
the individual. For instance, Paulo Freire and Myles Horton of the High-
lander Folk School focused on social transformations such as in systems
of oppression and privilege
.
8
7 Jack Mezirow,
Learning to Think Like an Adult: Core Concepts of Transformation The-
ory
, in
T
HE
H
T
L
: T
, R
P
86 (Edward W. Taylor & Patricia Cranton eds., 2012).
8 Elizabeth J. Tisdell,
Themes and Variations of Transformational Learning: Interdisci-
plinary Perspectives on Forms that Transform
, in
T
HE
H
T
-
L
: T
, R
P
21 (Edward W. Taylor & Patricia
Cranton eds., 2012).
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